UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Devin C. Boilard Lesson: #3 Facet: Perspective
Grade Level: 9-Diploma Numbers of Days: Six Days
Topic: LASTING EFFECTS OF THE FRENCH REVOLUTION
PART I:
Objectives
Scholars will understand that the French Revolution forever altered the world. Scholars will use the knowledge gained to understand how the actions of the past have repercussions and effects far into the future. Scholars will know: The French Empire, Napoleonic Wars, Napoleonic Code, Code Civil, German Unification, American Revolution, and Napoleon Bonaparte.
Product: Google Earth
Maine Learning Results (MLR)
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Rationale: Scholars will gain knowledge of the lasting impact the French Revolution has had outside the boarders of its own nation, giving evidence to the significance of events. Scholars will be aware of the influences the French Revolution has had on the evolution of numerous nations including the United States.
Assessments
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
Scholars will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions and perspectives (Google Docs). Scholars will use a Venn Diagram to compare and contrast pre and post revolutionized Europe, this graphic organizer will be paired with a class discussion and teacher presentation.
Section II – timely feedback for products (self, peer, teacher)
Google Earth: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the maps and write additional comments; scholars will be supplied a copy at the start of the next class.
Summative (Assessment of Learning):
Google Earth: Scholars will deconstruct a present day map of Europe to the year 1789. Map themes: population, borders, wealth, race, religion, enviroment, and free choice.
Integration
Technology:
Technology will be integrated through the use of Google Earth, this site will allow for scholars to be able to get a realistic sense of how change took place as well as familiarize them with significant landmarks. Site will be accessed on individual laptops.
Content Areas:
English: Scholars will be required to use creative writing skills as well as showcase a sufficient knowledge of grammar and punctuation.
Art: Scholars will be expected to produce work that is done creatively and attracts viewers in. All scholars will have to showcase their artistic ability to exceed expectations.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Scholars will use a Venn diagram to compare and contrast pre and post revolutionized Europe, this graphic organizer will be paired with a class discussion and teacher presentation. Students will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact.
Section II – Groups and Roles for Product
During the Timed Pair Share activity scholars will participate in 4 rounds that will last 5 minutes each. Each pair will be determined through a game of musical chairs, the youngest half of the class will remain in their seats while the older half of the class walks amongst the sitting and then vice versa, repeat.
Differentiated Instruction
Verbal: Scholars will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions.
Logic: Scholars will use a Venn diagram to compare and contrast pre and post revolutionized Europe.
Musical: Scholars will write a rap on what they perceive to be the most enduring change that resulted from the French revolution.
Kinesthetic: Class will convene in the gym. Each scholar will be assigned a country and place themselves accordingly on the court in geographical placements. The scholar assigned France will travel across the court and conquer the European nations in chronological order of their annexation by the French Empire.
Interpersonal: Scholars will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact.
Naturalist: Scholars will use Google Earth to deconstruct a present day map of Europe to replicate that of one from the year of 1789, themes to include: wealth, religion, borders, population, environment, and free choice.
Modifications/Accommodations
From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Scholars that have occurred an absence will have the opportunity to reference the class Wiki to gain knowledge of what was gone over and discussed in class. Scholars will be able to participate in the Take and Pass activity from an alternative location or at a later time. The class reenactment of the French Empire’s conquests will be filmed and posted on the class Wiki along with additional online resources that scholars can self explore.
Extensions
Type II technology:
Technology will be integrated through the use of Google Earth, this site will allow for scholars to be able to get a realistic sense of how change took place as well as familiarize them with significant landmarks. Site will be accessed on individual laptops.
Gifted Students:
Gifted scholars will be given the opportunity during the Google Earth map reconstruction assignment to select a more complex topic and explore it to a greater breadth or depth.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda
Day One:
Hook: Alternate History: “No French Revolution” – Video. (5min)
Venn Diagram: Teacher presentation and class discussion. (60min)
Exit Ticket: Explore forums where the discussion is centered around what the world would be like if the French Revolution never occurred. Write a one comment response in a forum of your choice and Email me a link to the page as well as copy and paste your comment in the body of the email. (15min)
Day Two:
Reenactment: French Empire’s conquests. (60min)
Google Earth: Introduction to assignment and site. (20min)
Day Three:
Pair & Share: Discussion Question: What changes brought on by the revolution have had the most lasting impact? (45min)
Rap: Write a rap about what effect of the French Revolution has endured the longest or has had the most significant impact. (35min)
Top Secret Mission: Finish you rap. Due next class (3days).
Day Four: (Last day)
Google Earth: Work time and one-on-one teacher meetings to discuss theme. (80min)
Top Secret Mission: Work on map.
Day Five:
Google Earth: Work time. (80min)
Top Secret Mission: Work on map. Due next class (3 days).
Day Six: (Last Class)
Hand in Maps: Debrief on assignment. (10mins)
Take and Pass: Google Docs – 5 Rounds. (70mins)
Classroom Arrangement: The desks will be arranged in a large U.
Scholars will understand that the French Revolution forever altered the world. Scholars will use the knowledge gained to understand how the actions of the past have repercussions and effects far into the future, in essence how and why history is relevant to present day. Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Scholars will watch the Alternate History: “No French Revolution” video to engage them in the topic and give it relevance to their lives.
Where, Why, What, Hook, Tailor: Verbal, Visual.
Scholars will familiar with the following terms: the French Empire, Napoleonic Wars, Napoleonic Code, Code Civil, German Unification, American Revolution, Napoleon Bonaparte. Students will use a Venn Diagram to compare and contrast pre and post revolutionized Europe, this graphic organizer will be paired with a class discussion and teacher presentation. Students will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact. During the Timed pair Share activity scholars will participate in 4 rounds that will last 5 minutes each. Each pair will be determined through a game of musical chairs, the youngest half of the class will remain in their seats while the older half of the class walks amongst the sitting and then vice versa, repeat. Scholars will critique their peers on their arguments.
Equip, Explore, Rethink, Tailors: Visual, Logical, Verbal, Intrapersonal, Interpersonal.
Class will convene in the gym. Each scholar will be assigned a country and place themselves accordingly on the court in geographical placements. The scholar assigned France will travel across the court and conquer the European nations in chronological order of their annexation by the French Empire.
Scholars will deconstruct a present day map of Europe, using Google Earth, to the year 1789. Map themes: population, borders, wealth, race, religion, environment, or free choice. Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the maps and write additional comments; scholars will be supplied a copy at the start of the next class.
Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, Visual.
Google Earth: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the maps and write additional comments; scholars will be supplied a copy at the start of the next class.
Evaluate, Tailors: Logical, Visual, Intrapersonal.
Content Notes The French Empire:The First French Empirealso known as the Greater French Empire or Napoleonic Empire, was the empire of Napoleon I of France. It was the dominant power of much of continental Europe at the beginning of the 19th century.
Napoleonic Wars:A series of wars declared against Napoleon's French Empire by opposing coalitions. As a continuation of the wars sparked by the French Revolution of 1789, they revolutionized European armies and played out on an unprecedented scale, mainly owing to the application of modern mass conscription. French power rose quickly as Napoleon's armies conquered much of Europe but collapsed rapidly after France's disastrous invasion of Russia in 1812.
Napoleonic Code:established under Napoleon I in 1804. The code forbade privileges based on birth, allowed freedom of religion, and specified that government jobs should go to the most qualified.
German Unification:The formal unification of Germany into a nation state officially occurred on January 18th, 1871 at the Versailles Palace's Hall of Mirrors in France. Princes of the German states gathered there to proclaim Wilhelm of Prussia as Emperor Wilhelm of the German Empire after the French surrender in the Franco-Prussian War. Unofficially, the transition of most of the German-speaking populations into a federated organization of states occurred over nearly a century of experimentation.
American Revolution:The American Revolution was a political upheaval during the last half of the 18th century in which thirteen colonies in North America joined together to break from the British Empire, combining to become the United States of America.
Handouts
There will be no handouts for this lesson; all work will be done digitally.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboards will find comfort in the Class Wiki, which outlines activities, and mission specifics for the entire unit. Additionally each project mission, though open ended with its topic, will be introduced with clarity and detailed
Microscope: The Google Earth assignment in which scholars deconstruct a present day map of Europe to the year 1789, will allow scholars to explore a topic of their choice to whatever breadth or depth they please.
Puppy: I have asked that all scholars meet with me personally before they select their map theme, this will allow me an opportunity to touch base with each scholar and get a better understanding of where they are both in reference to academics and personally.
Beach Ball: The project mission assigned for this unit has an open-ended topic and allows scholars to choose what theme they will focus on. When it comes to the specific topic of a project mission I value a scholars personal interest, I want them to enjoy themselves when dealing with all matters of school.Beach Balls will love the numerous possibilities it allows them.
Rationale: The overall atmosphere of the class, encouraged through one on one discussions as well as group work, creates an environment where exploration and creativity can take place. The structure of time and strong modes of communication will supply the foundation for learning.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Students will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions and perspectives (Google Docs). Students will use a Venn Diagram to compare and contrast pre and post revolutionized Europe, this graphic organizer will be paired with a class discussion and teacher presentation.
Summative:
Google Earth: Students will deconstruct a present day map of Europe to the year 1789. Map themes: population, borders, wealth, race, religion, environment, and free choice. Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the maps and write additional comments; scholars will be supplied a copy at the start of the next class.
Rationale:
The assessments in this lesson allow for expression of knowledge through a range of formats, effectively showing differentiation. The rubric used during map reconstruction will supply a base for subject grading and give proper guidelines to scholars as to what is expected of them.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
(See Content Notes)
Maine Learning Results:
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Facet: Perspective
Rationale: Scholars will be able to analyze the lasting outcomes of the French Revolution and then express their own opinions on the matter. Scholars will be asked to communicate their thoughts and enter into a healthy debate as to why their perspective has more credibility.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Scholars will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions.
Logic: Scholars will use a Venn diagram to compare and contrast pre and post revolutionized Europe.
Musical: Scholars will write a rap on what they perceive to be the most enduring change that resulted from the French revolution.
Kinesthetic: Class will convene in the gym. Each scholar will be assigned a country and place themselves accordingly on the court in geographical placements. The scholar assigned France will travel across the court and conquer the European nations in chronological order of their annexation by the French Empire.
Interpersonal: Scholars will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact.
Naturalist: Scholars will use Google Earth to deconstruct a present day map of Europe to replicate that of one from the year of 1789, themes to include: wealth, religion, borders, population, environment, and free choice.
Type II Technology:
Technology will be integrated through the use of Google Earth, this site will allow for scholars to be able to get a realistic sense of how change took place as well as familiarize them with significant landmarks. Site will be accessed on individual laptops.
Rationale:
Google Earth will allow for scholars to be able to get a realistic sense of how change took place as well as familiarize them with significant landmarks.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Scholars will show creativity in the choices they make in regards to the creation of their maps we well as exhibit their ability to collaborate with their peers to produce a reflective piece of work.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
This lesson plan is rich in differentiation in both how students are assessed and asked to learn allowing for equal opportunity of expression for all learners. Rich learning environments are created and supported thanks to the integration of technology.
UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Devin C. Boilard Lesson: #3 Facet: Perspective
Grade Level: 9-Diploma Numbers of Days: Six Days
Topic: LASTING EFFECTS OF THE FRENCH REVOLUTION
PART I:
Objectives
Scholars will understand that the French Revolution forever altered the world. Scholars will use the knowledge gained to understand how the actions of the past have repercussions and effects far into the future. Scholars will know: The French Empire, Napoleonic Wars, Napoleonic Code, Code Civil, German Unification, American Revolution, and Napoleon Bonaparte.
Product: Google Earth
Maine Learning Results (MLR)
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Rationale: Scholars will gain knowledge of the lasting impact the French Revolution has had outside the boarders of its own nation, giving evidence to the significance of events. Scholars will be aware of the influences the French Revolution has had on the evolution of numerous nations including the United States.
Assessments
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
Scholars will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions and perspectives (Google Docs). Scholars will use a Venn Diagram to compare and contrast pre and post revolutionized Europe, this graphic organizer will be paired with a class discussion and teacher presentation.
Section II – timely feedback for products (self, peer, teacher)
Google Earth: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the maps and write additional comments; scholars will be supplied a copy at the start of the next class.
Summative (Assessment of Learning):
Google Earth: Scholars will deconstruct a present day map of Europe to the year 1789. Map themes: population, borders, wealth, race, religion, enviroment, and free choice.
Integration
Technology:
Technology will be integrated through the use of Google Earth, this site will allow for scholars to be able to get a realistic sense of how change took place as well as familiarize them with significant landmarks. Site will be accessed on individual laptops.
Content Areas:
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Scholars will use a Venn diagram to compare and contrast pre and post revolutionized Europe, this graphic organizer will be paired with a class discussion and teacher presentation. Students will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact.
Section II – Groups and Roles for Product
During the Timed Pair Share activity scholars will participate in 4 rounds that will last 5 minutes each. Each pair will be determined through a game of musical chairs, the youngest half of the class will remain in their seats while the older half of the class walks amongst the sitting and then vice versa, repeat.
Differentiated Instruction
Verbal: Scholars will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions.
Logic: Scholars will use a Venn diagram to compare and contrast pre and post revolutionized Europe.
Musical: Scholars will write a rap on what they perceive to be the most enduring change that resulted from the French revolution.
Kinesthetic: Class will convene in the gym. Each scholar will be assigned a country and place themselves accordingly on the court in geographical placements. The scholar assigned France will travel across the court and conquer the European nations in chronological order of their annexation by the French Empire.
Interpersonal: Scholars will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact.
Naturalist: Scholars will use Google Earth to deconstruct a present day map of Europe to replicate that of one from the year of 1789, themes to include: wealth, religion, borders, population, environment, and free choice.
Modifications/Accommodations
From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Scholars that have occurred an absence will have the opportunity to reference the class Wiki to gain knowledge of what was gone over and discussed in class. Scholars will be able to participate in the Take and Pass activity from an alternative location or at a later time. The class reenactment of the French Empire’s conquests will be filmed and posted on the class Wiki along with additional online resources that scholars can self explore.
Extensions
Type II technology:
Technology will be integrated through the use of Google Earth, this site will allow for scholars to be able to get a realistic sense of how change took place as well as familiarize them with significant landmarks. Site will be accessed on individual laptops.
Gifted Students:
Gifted scholars will be given the opportunity during the Google Earth map reconstruction assignment to select a more complex topic and explore it to a greater breadth or depth.
Materials, Resources and Technology
Source for Lesson Plan and Research
- General
- Class Wiki: www.wikispaces.com
- Graphic Organizer
- Venn Diagram: http://www.inspiration.com/
- CooperativeLearning:
- Take & Pass: http://nelearn.myelearning.org/pluginfile.php/439/mod_page/content/17/strategies.pdf
- Video
- Alternate History – “No French Revolution”: http://www.youtube.com/watch?v=-e0XC0z8Nik
- Music
- Musical Chairs Song: http://www.youtube.com/watch?v=9bZkp7q19f0
- Images
- [[goo.gl/uTL57|Map of Europe:]] goo.gl/uTL57
- Resources for Absent Scholars
- Class Wiki: www.wikispaces.com
- The Consequences of the French Revolution on France and Europe: http://europeanhistory.about.com/od/thefrenchrevolution/a/The-Consequences-Of-The-French-Revolution-On-France-And-Europe.htm
- Napoleonic Wars: http://www.britannica.com/EBchecked/topic/403224/Napoleonic-Wars
PART II:Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda
Day One:
Day Two:
Day Three:
- Pair & Share: Discussion Question: What changes brought on by the revolution have had the most lasting impact? (45min)
- Rap: Write a rap about what effect of the French Revolution has endured the longest or has had the most significant impact. (35min)
Top Secret Mission: Finish you rap. Due next class (3days).Day Four: (Last day)
- Google Earth: Work time and one-on-one teacher meetings to discuss theme. (80min)
Top Secret Mission: Work on map.Day Five:
- Google Earth: Work time. (80min)
Top Secret Mission: Work on map. Due next class (3 days).Day Six: (Last Class)
Classroom Arrangement: The desks will be arranged in a large U.
Scholars will understand that the French Revolution forever altered the world. Scholars will use the knowledge gained to understand how the actions of the past have repercussions and effects far into the future, in essence how and why history is relevant to present day. Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Scholars will watch the Alternate History: “No French Revolution” video to engage them in the topic and give it relevance to their lives.
Where, Why, What, Hook, Tailor: Verbal, Visual.
Scholars will familiar with the following terms: the French Empire, Napoleonic Wars, Napoleonic Code, Code Civil, German Unification, American Revolution, Napoleon Bonaparte. Students will use a Venn Diagram to compare and contrast pre and post revolutionized Europe, this graphic organizer will be paired with a class discussion and teacher presentation. Students will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact. During the Timed pair Share activity scholars will participate in 4 rounds that will last 5 minutes each. Each pair will be determined through a game of musical chairs, the youngest half of the class will remain in their seats while the older half of the class walks amongst the sitting and then vice versa, repeat. Scholars will critique their peers on their arguments.
Equip, Explore, Rethink, Tailors: Visual, Logical, Verbal, Intrapersonal, Interpersonal.
Class will convene in the gym. Each scholar will be assigned a country and place themselves accordingly on the court in geographical placements. The scholar assigned France will travel across the court and conquer the European nations in chronological order of their annexation by the French Empire.
Scholars will deconstruct a present day map of Europe, using Google Earth, to the year 1789. Map themes: population, borders, wealth, race, religion, environment, or free choice. Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the maps and write additional comments; scholars will be supplied a copy at the start of the next class.
Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, Visual.
Google Earth: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the maps and write additional comments; scholars will be supplied a copy at the start of the next class.
Evaluate, Tailors: Logical, Visual, Intrapersonal.
Content Notes
The French Empire:The First French Empirealso known as the Greater French Empire or Napoleonic Empire, was the empire of Napoleon I of France. It was the dominant power of much of continental Europe at the beginning of the 19th century.
Napoleonic Wars:A series of wars declared against Napoleon's French Empire by opposing coalitions. As a continuation of the wars sparked by the French Revolution of 1789, they revolutionized European armies and played out on an unprecedented scale, mainly owing to the application of modern mass conscription. French power rose quickly as Napoleon's armies conquered much of Europe but collapsed rapidly after France's disastrous invasion of Russia in 1812.
Napoleonic Code:established under Napoleon I in 1804. The code forbade privileges based on birth, allowed freedom of religion, and specified that government jobs should go to the most qualified.
German Unification:The formal unification of Germany into a nation state officially occurred on January 18th, 1871 at the Versailles Palace's Hall of Mirrors in France. Princes of the German states gathered there to proclaim Wilhelm of Prussia as Emperor Wilhelm of the German Empire after the French surrender in the Franco-Prussian War. Unofficially, the transition of most of the German-speaking populations into a federated organization of states occurred over nearly a century of experimentation.
American Revolution:The American Revolution was a political upheaval during the last half of the 18th century in which thirteen colonies in North America joined together to break from the British Empire, combining to become the United States of America.
Handouts
There will be no handouts for this lesson; all work will be done digitally.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboards will find comfort in the Class Wiki, which outlines activities, and mission specifics for the entire unit. Additionally each project mission, though open ended with its topic, will be introduced with clarity and detailed
Microscope: The Google Earth assignment in which scholars deconstruct a present day map of Europe to the year 1789, will allow scholars to explore a topic of their choice to whatever breadth or depth they please.
Puppy: I have asked that all scholars meet with me personally before they select their map theme, this will allow me an opportunity to touch base with each scholar and get a better understanding of where they are both in reference to academics and personally.
Beach Ball: The project mission assigned for this unit has an open-ended topic and allows scholars to choose what theme they will focus on. When it comes to the specific topic of a project mission I value a scholars personal interest, I want them to enjoy themselves when dealing with all matters of school.Beach Balls will love the numerous possibilities it allows them.
Rationale: The overall atmosphere of the class, encouraged through one on one discussions as well as group work, creates an environment where exploration and creativity can take place. The structure of time and strong modes of communication will supply the foundation for learning.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Students will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions and perspectives (Google Docs). Students will use a Venn Diagram to compare and contrast pre and post revolutionized Europe, this graphic organizer will be paired with a class discussion and teacher presentation.
Summative:
Google Earth: Students will deconstruct a present day map of Europe to the year 1789. Map themes: population, borders, wealth, race, religion, environment, and free choice. Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the maps and write additional comments; scholars will be supplied a copy at the start of the next class.
Rationale:
The assessments in this lesson allow for expression of knowledge through a range of formats, effectively showing differentiation. The rubric used during map reconstruction will supply a base for subject grading and give proper guidelines to scholars as to what is expected of them.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
(See Content Notes)
Maine Learning Results:
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Facet: Perspective
Rationale: Scholars will be able to analyze the lasting outcomes of the French Revolution and then express their own opinions on the matter. Scholars will be asked to communicate their thoughts and enter into a healthy debate as to why their perspective has more credibility.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Scholars will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions.
Logic: Scholars will use a Venn diagram to compare and contrast pre and post revolutionized Europe.
Musical: Scholars will write a rap on what they perceive to be the most enduring change that resulted from the French revolution.
Kinesthetic: Class will convene in the gym. Each scholar will be assigned a country and place themselves accordingly on the court in geographical placements. The scholar assigned France will travel across the court and conquer the European nations in chronological order of their annexation by the French Empire.
Interpersonal: Scholars will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact.
Naturalist: Scholars will use Google Earth to deconstruct a present day map of Europe to replicate that of one from the year of 1789, themes to include: wealth, religion, borders, population, environment, and free choice.
Type II Technology:
Technology will be integrated through the use of Google Earth, this site will allow for scholars to be able to get a realistic sense of how change took place as well as familiarize them with significant landmarks. Site will be accessed on individual laptops.
Rationale:
Google Earth will allow for scholars to be able to get a realistic sense of how change took place as well as familiarize them with significant landmarks.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Scholars will show creativity in the choices they make in regards to the creation of their maps we well as exhibit their ability to collaborate with their peers to produce a reflective piece of work.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
This lesson plan is rich in differentiation in both how students are assessed and asked to learn allowing for equal opportunity of expression for all learners. Rich learning environments are created and supported thanks to the integration of technology.